Stepping Stones Pre-School York

Stepping Stones Pre-School York Inspection report for early years provision

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Unique reference number 321529 Inspection date 06/01/2010 Inspector Christine Tipple

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Setting address Hurst Hall, 1 Border Road, Strensall, York, North Yorkshire, YO32 5SR Telephone number 01904 442 826 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Stepping Stones Pre-School opened in 2000. It operates from a purpose built community centre, which is part of the Strensall Army Camp, in the village of Strensall near to York. Children have access to the main hall and other associated facilities within the centre. There is an enclosed outside play area. The group serves both the army camp and the local area. The pre-school is managed by a voluntary committee.

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Description of the setting

The pre-school is registered on the Early Years Register. A maximum of 28 children may attend at any one time. There are currently 64 children, aged from two to under five years on roll. The pre-school is registered on the compulsory part of the Childcare Register, currently there are no children in this age range registered. Children attend pre-school for whom English is an additional language. The pre- school is open term time only Monday to Friday from 8.30am to 12pm and 12.30pm to 4pm.

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Description of the setting

There are six staff employed, of whom, all have childcare qualifications at levels 3 and 4. The pre-school is a member of the Pre School Learning Alliance and the Strensall Early Years partnership.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children benefit from a committed and dedicated staff team. Their knowledge and skills ensure children's welfare and safety is fully promoted. Children's individual needs are well supported and highly valued. Staff provide an effective learning environment, where children make good progress through the well managed activities and range of resources provided for them. Staff and management have a positive attitude to the ongoing development of the pre-school. This approach ensures that areas to develop are identified and action is taken to promote continuous improvement. Partnerships with the school and parents is excellent and a key strength of the pre-school. The ongoing development of partnerships with other providers in the community continue to be strengthened.

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further?

To further improve the early years provision the registered person should:

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further?

 extend the process of reviewing the pre-school's policies and procedures to ensure these reflect current practices  develop and strenghten links with other early years providers in the community, to promote a shared commitment to children's ongoing learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Staff are fully aware of the importance of protecting the children at pre-school and have attended recent training in 'safeguarding children in early years settings'. The relevant policy, procedures and contact details of the local authority departments are in place. These are shared with all staff and parents. The recruitment and selection process for staff is robust and clear vetting procedures are carried out to ensure suitability. The range of policies and procedures provided promote a safe and effective approach to meet the needs of the children. However, the organisation and reviewing of these is not yet sufficiently organised, to ensure they continue to reflect current practices. The range of risk assessments cover the building and all areas used by the pre-school, as well as any additional outings. These are reviewed both yearly and on a daily basis as required. All other records are monitored, ensuring children and parent details remain up to date.

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the early years provision

Staff with the committee, other agencies and parents provide a positive shared approach to improving and extending the quality of the pre-school and what it offers to the community. Regular meetings and using various methods for feedback, provide information and ideas of what to improve and develop. This has resulted in providing longer opening times, to enable parents to collect siblings from the school. The development of the outside area has been achieved, so children can have access throughout the year. The staff are well deployed to provide any additional support for the children, but offer a suitable balance of adult intervention. The space and range of provision is of a high quality and is used effectively to cover all areas of learning, to engage and support all the children to progress.

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the early years provision

The pre-school supports children for whom English is not their first language. Staff work alongside the Nepalese liaison officer, to ensure the needs of the children are met and provide an inclusive environment. All staff are familiar with the inclusion policy, which fully promotes the learning and development needs of all children. Emphasis is also placed on the importance of making sure parents are made welcome. Staff share information and offer support as needed. Staff continuously develop areas to help with the children's understanding of the wider world, such as, play areas changed to provide a traditional home corner, adapted to that of different families and traditions. This includes dressing up resources, different cultural play foods and decorations. Staff work with parents to provide information and relevant artefacts to share with the children, in understanding the variety and differences of cultural festivals and celebrations.

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the early years provision

The partnership with the parents is a key strength of the pre-school and is highly effective. Staff ensure they engage and keep parents fully informed. There is a good key person system established, which provides a strong link for the parents. This approach provides continuity and enables parents and children to settle and feel secure from the start. The open door policy encourages opportunities for parents to talk with the staff daily. Access to their children's scrap books enables them to make comments about how their children are progressing. Open evenings through the year, information displayed and regular newsletters enables parents to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 be fully informed and involved in their children's play and learning. The link with the school is well established and there is a positive approach to sharing skills and information. This ensures the transition is managed very effectively for the

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the early years provision

children, in their continuity of learning and care needs. Teachers attend pre-school sessions and pre-school staff attend settling in sessions with the children, to further support their successful move into school.

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and outcomes for children

Staff have a secure understanding of the principles of the Early Years Foundation Stage, which is supported with an effective key person system with the children. This supports them to make good progress in the six areas of learning. Children have an appropriate balance of child and adult led play. They are able to self-select and make choices in what they do. Staff engage well with the children and recognise when to offer support or extend opportunities. This approach motivates and promotes children's interests. Children are happy and keen to come to pre- school and are confident with the routines and expectations. The planning is managed and shared by all staff, to include the range of activities and quality resources which ensure all areas of learning are developed and enhanced for the children. Children receive experiences which support and help them to develop a positive sense of themselves and others. To progress their social skills and to gain

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and outcomes for children

confidence in their play, learning and relationships.

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and outcomes for children

Children develop speaking and listening skills through the range of activities and resources provided, along with the staff's positive interaction with them. They have access to books, and stories are integrated well into the sessions. Mark making resources are provided in different formats, such as, in role play and construction. Children use their name cards and this is repeated on trays for their work. The listening games played with the younger children are very effective in enabling them to develop this skill. Staff have implemented games and the use of phonics, which have a positive impact on developing children's language. Counting and number skills are integrated into children's play, along with songs and ring games. Dominoes and small group games enable children to match and sequence, as well as use various levels of shapers and jigsaws to assess size and position. Other activities promote weight, volume and measuring skills. The children have their

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and outcomes for children

own garden area and grow various vegetables and fruit, which they prepare and eat. Children use the discovery box, which has various items, such as, magnifying glasses and binoculars. Role play and dressing up is available at every session, which the children enjoy.

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and outcomes for children

Children have good opportunities to be engaged in physical activities. The use of the outside and the combination of various tools and equipment enhance children's strength and mobility, as well as finer skills, effectively. The range of creative resources provided for the children enables them to develop their ideas. Children can ask for any resources which are displayed or not set out. They access a good selection of various mediums and materials to build and make with. The diversity of the children in the setting is further reflected in the creative activities, in helping all the children to participate and express themselves. Staff discuss the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 expectations of the pre-school with the children, in a caring and sensitive way. This promotes their well-being and reflects their various needs in the importance of being kind, sharing and taking turns. Parents commented on how well their

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and outcomes for children

children use their manners. Staff use praise and encouragement very well, which is effective in supporting all the children to feel positive and to build their confidence and self-esteem.

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and outcomes for children

Information is shared with parents in relation to illness, accidents and in giving medication. Good hygiene practices are promoted and symbols showing hand washing are on the wall, supported in both English and Nepalese. This ensures all children are included in maintaining their own personal hygiene. The pre-school promotes a healthy eating programme, so all the children are offered a variety of different healthy snacks. The children bring in a packed lunch to some sessions and staff work with parents to ensure these are healthy and well balanced. Children are encouraged to help keep themselves safe. They are encouraged to be aware of spills, such as, water and sand, and not to run when inside, as they could slip or fall. Children are guided from the start to handle tools and equipment properly and safely. Discussion and activities are held on a regular basis, to promote safety outside of pre-school. Children play games with staff and use

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and outcomes for children

equipment that assists them to learn about road safety issues. The commitment and positive approach by staff, to enhance and promote children's skills fully, supports and prepares them to move forward as they go to school. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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